SWBAT identify coins by name and value (penny, nickel, dime and quarter). SWBAT identify and make appropriate coin trades (i.e. 5 pennies for a nickel).

Students will take time to examine each coin, create a coin chart, and play a coin trading game.

10 minutes

I start by having the students sit in a circle on the carpet.

**"I want to start today's lesson by practicing counting out loud. However, we are going to do it a little differently today. As we are counting, I will ask you to count by 10s, 5s, or 1s." **

There is a video, Counting By 10s 5s and 1s, that models this part of the lesson.

I know my students can count by 10s and 1s fluently. I recently tested their ability to count by 5s and know that most are proficient through 110. I am doing this activity to connect their ability to perform this with that of counting coins. Since they can skip count by 10s and 5s, I don't have to focus on that math concept during the introduction of money and can strictly focus on the the names and values of coins.

20 minutes

Advanced Preparation: You will need a piece of poster paper to create a coin poster.

**"Today we are going to take a closer look at a penny, a nickel, a dime, and a quarter. I am going to give you each a set of these coins and a magnifying glass. I want you to closely look at the coins. We will then have a discussion about each one."**

I give the students 3-5 minutes to look at each coin.

I then put up the coin poster. At this point there are just the columns with the pictures of the coins on the poster. I will then add to it from there. I use the following discussion for each coin.

**"Who can tell me what they saw on the coin? How much is it worth?"**

As students suggest things, I write them in the appropriate column.

I finish the discussions by modeling who to write each value with the cent and dollar sign and how to represent each coin with a symbol (the beginning letter of each coin with a circle around it). I am modeling to the students who to represent with mathematics by using the standard notation (CCSS.MATH.PRACTICE.MP4).

I then spread out a bunch of coins on the carpet and ask the students to sit in a circle around the coins. I will ask them to find a coin with a certain value. This will allow me to see if they understand the names and the values. There is a video, Finding Coins, in the section resource. This video captures the students looking for a nickel.

15 minutes

I start this part of the lesson with a song. This song will help them remember the trades that they can make. There is a video, Trading Song, of this in the section resource.

**"I want to teach you a new song. This song will involve some of the trades that you can make with coins."**

I will sing the song a few times with the students and try different voices to keep their interest and to make it more interesting.

I then move to the introduction of the Trading Game. In order to play this game, you will need coins, and a 6 sided die.

*"I want to teach you a new game as well. This game will involve you using pennies, nickels, and dimes. You will roll the die and take the number of pennies for the number you rolled."*

**There is a video, Introducing the trading game, that explains how to play and models me introducing this to my class. **

*It is 2:10 long but worth the watch ;-).

This activity has the students using dimes, nickels, and pennies and expressing the amount of combinations of the coins. Although they are not using standard notation, they are working toward the CCSS expectation of counting and using money (CCSS.MATH.CONTENT.2.MD.C.8).

15 minutes

The students now play the trading game. I make sure that the coin poster is hung so that students can use it as a reference.

As students are working, I will circulate and sit in with each group. I will want to see if:

- Students are making the correct trades.
- Are students taking a nickel and a penny when they roll a six or six pennies?

There is a video, Students Playing the Trading Game, that shows a student playing this game. You will see in this video that a student recognizes that he could trade 1 nickel and 5 pennies for a dime without having to trade for two nickels and then a dime. This leap shows that he is becoming more and more fluent with the values that the coins represent.

In this situation the students are adding within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using the concrete model of coins (CCSS.MATH.CONTENT.1.NBT.C.4).

5 minutes

I ask the students to meet me back on the carpet and face the whiteboard. I have left the coins spread out on the carpet (from the earlier). I then write 11 cents on the board.

"I want you to find a way to make 11 cents. Grab the coins that you need to make that amount."

I then ask students to explain how they made the amount with coins and I write their solutions on the board (see Lesson Wrap Up). Once all of the ways are on the board, I show how they are all related by connecting the amounts through trades.

I continue to do this with different amounts (as time allows).

In this situation the students are adding within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using the concrete model of coins (CCSS.MATH.CONTENT.1.NBT.C.4).

5 minutes

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.

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